Building Blocks for Teaching Young Children in Inclusive Settings

About the Authors

Susan R. Sandall, Ph.D., Professor Emeritus, College of Education, University of Washington, Seattle

Dr. Sandall is professor emeritus at the University of Washington. She directed personnel preparation projects, developed curriculum materials for all age groups, and published materials on educational practices to facilitate optimal outcomes for infants, toddlers, and preschoolers with disabilities. Her scholarly interests are effective instructional practices for young children with disabilities in inclusive settings, the changing roles of teachers of young children, and effective approaches to professional development and knowledge utilization. She was principal investigator of the National Center on Quality Teaching and Learning for the Office of Head Start.

Ariane N. Gauvreau, Ph.D., BCBA-D, Senior Director of Professional Development, Haring Center for Inclusive Education, University of Washington, Seattle

Dr. Gauvreau is the senior director of professional development at the Haring Center for Inclusive Education at the University of Washington. She has extensive experience as a training facilitator, teaching professor, special education teacher, home visitor, behavioral consultant, and coach.

Gail E. Joseph, Ph.D., Bezos Family Professor of Early Learning, College of Education, University of Washington, Seattle

Dr. Joseph is the Bezos Family professor of early learning at the University of Washington. She teaches courses, advises students, provides service, and conducts community-engaged research on topics related to early care and education.

Ilene S. Schwartz, Ph.D., BCBA-D, Professor of Special Education and Director, Haring Center for Inclusive Education, University of Washington, Seattle

Dr. Schwartz is professor of special education and director of the Haring Center for Inclusive Education at the University of Washington. She is dedicated to creating inclusive schools so that all children, regardless of their background or ability, can attend the school of their choice and receive a high-quality education.

Foreword

A high-quality early childhood program is, in part, one that is inclusive, culturally and linguistically responsive, and provides a sense of belonging for all children and their families.

—U.S. Department of Health and Human Services & U.S. Department of Education (2023)
While preparing this foreword, I reflected on the complex issues involved in designing high-quality, inclusive early childhood learning environments to meet the needs of each and every child and family. These issues include, but are not limited to, 1) how we prepare personnel with the knowledge, skills, and dispositions to meet each child where they are and design learning experiences that are developmentally appropriate, culturally affirming, and appropriately challenging; 2) how we build systems to support the inclusion and belonging of each child and prohibit the use of exclusionary practices; and 3) how we work across systems to ensure every child has access to high-quality, inclusive settings.

SECTION I

Using the Building Blocks Framework

The Building Blocks framework is the basis for planning for and providing individualized support and instruction for children with identified disabilities, developmental delays, and diverse abilities in their early learning programs. The framework grew out of extensive experience with teachers attempting to address the wide variety of children’s learning needs within active, busy classrooms, including child care centers and homes.

The foundation for all children is participation in a quality early childhood program. Key ingredients for a quality early childhood program include promotion of children’s active engagement, participation, and learning. Quality programs also recognize and support the importance of relationships.

The Building Blocks framework offers levels of support that differ in intensity and specificity to help teachers and teams address children’s learning needs. For many needs, curriculum modifications and adaptations will provide appropriate levels of support. If modifications alone are not effective in helping children accomplish their learning objectives, then teachers and teams can use specially designed instruction.

TERMS

Inclusion Inclusion is often defined as the active participation of young children with and without disabilities in the same classroom and in community settings. But it is more than that. Inclusion is about ensuring that all children, staff, and families who participate in a program feel supported in that program.

Individualized Education Program (IEP)
An IEP is a document prepared for any student, ages 3 to 21, who is eligible for special education services. Each IEP states the child’s present level of educational performance, the child’s annual goals, and the special education and related services to be provided.

Community-Based Classrooms
The term community-based classrooms refers to the types of early childhood classroom programs children typically attend. These include child care centers and homes, public school programs, Head Start programs, state and city prekindergarten programs, and private and cooperative preschools.

Chapter

Introduction

Building Blocks for Teaching Young Children in Inclusive Settings, Fourth Edition, describes examples of educational practices that support and enhance the inclusion of young children with identified disabilities, developmental delays, and diverse abilities in community-based classrooms and early learning programs.

The Building Blocks framework is designed to help teams select the appropriate level of assistance for children, based on research on early childhood inclusion and effective early educational practices.